RESEARCH PAPER TEMPLATE

North American University

Education Department
M.Ed. in EDLE & CUIN
EDUC 5312: CURRICULUM AND INSTRUCTIONAL DESIGN

Name: UFUK CALISKAN Date: 11.3.19

Instructional Project 3

Directions:

This is a research assignment. Use your textbook, web articles, and NAU library to conduct research
when writing this paper.

Use APA style references and in-text- citations. You need to use at least 3 different resources
besides Castronova (2002), and Moore (2015).

Part 1. DISCOVERY LEARNING:

Download and read the following article:

 Castronova, J. A. (2002). Discovery learning for the 21st century: What is it and how
does it compare to traditional learning in effectiveness in the 21st century. Action
Research Exchange, 1(1), 1-12. Retrived from
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.594.6363&rep=rep1&type=pdf
 After reading this article and conducting additional research, answer to the following
questions.

What is discovery learning?

Discovery learning is a means by which students engage in problem solving in developing knowledge or skills. A

good working definition of discovery learning is intentional learning through supervised problem solving following the

scientific method of investigation. Discovery learning encompasses an instructional model and strategies that focus on

active, hands-on learning opportunities for students (Dewey, 1916/1997; Piaget, 1954, 1973). Bicknell-Holmes and

Hoffman (2000) describe the three main attributes of discovery learning as 1) exploring and problem solving to create,
integrate, and generalize knowledge, 2) student driven, interest-based activities in which the student determines the

sequence and frequency, and 3) activities to encourage integration of new knowledge into the learner’s existing

knowledge base.

Comparing with traditional learning there is some differences such as 1) learning is active rather than passive

(Mosca & Howard, 1997), 2) learning is process-oriented rather than content-oriented, 3) failure is important, 4)

feedback is necessary (Bonwell, 1998), and 5) understanding is deeper (Papert, 2000). First, in discovery learning,

students are active. Learning is not defined as simply absorbing what is being said or read, but actively seeking new

knowledge. Students are engaged in hands-on activities that are real problems needing solutions. Secondly, the focus

shifts from the end product, learning content, to the process, how the content is learned.

The focus in discovery learning is learning how to analyze and interpret information to understand what is being

learned rather than just giving the correct answer from rote memorization. Thirdly, failure in discovery learning is seen as

a positive circumstance (Bonwell, 1998). Discovery learning emphasizes the popular lesson learned from Thomas

Edison. Thomas Edison is said to have tried 1,200 designs for light bulbs before finding one that worked (Love, 1996).

When someone asked Edison if he felt discouraged by so many failures, he responded that he never felt discouraged

because he had learned thousands of designs that do not work. Fourthly, an essential part of discovery learning is the

opportunity for feedback in the learning process (Bonwell, 1998). Student learning is enhanced, deepened, and made

more permanent by discussion of the topic with other learners (Schank & Cleary, 1994). Lastly, incorporating all of these

differences, discovery learning provides for deeper learning opportunities. Learners internalize concepts when they go

through a natural progression to understand them (Papert, 2000).

How does this form of teaching compare to traditional, teacher-centered instruction?

Learning by reflection requires a great deal of patience on the part of the teacher also because the purpose of this

architecture is to discover better lines of questioning and reflect on previous knowledge (Schank & Cleary, 1994).

Teachers must watch as students struggle and follow errant lines of questioning when seeking an answer. The students

must make the mistakes and learn from them in order for their ability to ask sophisticated questions to develop so that

they might better reflect on topics.

What educational theories support the discovery learning model?

John Dewey (1916/1997), Jean Piaget (1954, 1973), and Lev Vygotsky (Rice & Wilson, 1999) all

developed theories that serve as the foundation to discovery learning. All of these theories describe learning as

active, process-based, and collaborative.

In Democracy and Education, Dewey (1916/1997) describes learning as action where knowledge and ideas

emerge as learners interact with other learners in a community and build their knowledge by applying conclusions

from past experiences that had meaning and importance.

In to Understand is to Invent (1973), Piaget wrote that understanding comes from discovery and that

without understanding production and creativity are lost and the individual is caught in only repetition. Piaget

theorized that children do not think with the same logic as adults (Papert, 2001).

Lev Vygotsky emphasized the impact of cultural and social influences on cognitive development,

particularly the interaction of children with other people in cognitive development (Rice & Wilson, 1999).

Vygotsky introduced the theoretical concept of the zone of proximal development.

What is the most important thing you discovered about discovery learning?

The discovery learning method is its capacity to motivate students. Discovery learning allows learners to seek

information that satisfies their natural curiosity. It provides the opportunity for students to explore their desires and

consequently creates a more engaging learning environment. Simply put, discovery learning makes learning fun (Schank

& Cleary, 1994). In a study conducted by D.W. Hardy (1967), the students learning the principles of archaeology and

anthropology through the discovery method of an archaeological dig were better organizers of information, more active

in the task of learning, and more highly motivated than those who were taught in a traditional, lecture method. It is easy

to imagine that students find it a lot more fun to dig out artifacts from an archaeological dig and figure out that the

children that lived near the school 2,000 years ago played with rocks that they used as marbles than it is to read the same

fact in a textbook.

How can you apply this method to your future classroom?

We can apply this method in future with engaging in more active forms of learning involving hands-on
activities, working in groups, completing projects, being assessed using performance-based assessment, becoming

self-reliant, and engaging in self-directed inquiry (Rice & Wilson, 1998).

Part 2. ADDITIONAL CHAPTERS

 Select one of the following chapters to conduct research: Chapter 2, 3, 5 or 12. Review
the chapter and respond to related questions for that chapter by conducting your own
research.

Chapter 2- Teaching Diverse Students

1. Teaching all students. Remember that a teacher’s job is to teach all students and assume an
attitude that all students can learn. Research techniques and strategies that can be used to
accomplish this task. Sources of information include the library, the Internet, current journals, and
recent books.

In helping all students attain high standards of learning and college readiness, high school teachers must attend to a

variety of student needs. Not only do students come from different cultural, racial and socioeconomic backgrounds, but

some also are formally or informally labeled gifted and talented, while others require individual education plans to

address specific needs. Teachers also must work with students who enter high school classrooms with literacy and

numeracy skills that range from elementary to postsecondary grade levels. Combining all of these differences within each

classroom forces teachers to seek strategies that enable them to teach all students effectively in mixed-ability classrooms.

Differentiated instruction is a strategy by which teachers adapt instruction to meet students’ varied learning needs.

Differentiated instruction does not involve specific requirements or formal models but rather operates within a set of

general guidelines that continually encourage teachers to adapt what they teach, how they teach it and how they gauge

students’ learning. For example, one observation from the field is that teachers can differentiate curricular content by

manipulating the complexity and depth of topics taught. The differentiation is based on formal and informal assessments

to determine students’ skill levels, interests and unique learning needs. Effective differentiation of content occurs by

structuring the key concepts, ideas and skills within each discipline in ways that ensure they connect with the skills, inter-

ests and needs of diverse students.

A variety of different teaching strategies and grouping techniques also can be employed to differentiate how

instruction occurs. For example, teachers can engage in student-centered teaching that allows students to explore topics
in depth based on their various interests. Project-based learning, for instance, is one example of this practice. In terms of

grouping techniques, teachers can employ whole-class, small-group or one-on-one teaching or any combination of the

three, depending on student needs and the subject at hand. Assignments and methods for assessing student learning also

can be differentiated. Students can be asked to write a news report, teach a lesson, design an experiment, submit a story

to a magazine, create a slide show, or draw a diagram or graph, just to name a few assessment methods.

Differentiated instruction is a strategy to address the teaching challenges of working with mixed-ability classrooms of

students. Lessons from foundation-supported schools indicate that the success of differentiated instruction involves a

strong degree of buy-in from school leadership and teachers and ongoing professional development opportunities for

staff to learn, practice and share effective strategies. Learning to differentiate instruction takes time and practice, and

teachers should not be discouraged when good intent does not, at first, meet desired outcomes.

Employing qualitative methodology, four open-ended sentence stems were used to capture teachers’ thoughts,

beliefs, and experiences. Results reveal teachers’ strong commitment to CRT, an understanding of behaviors which

constitute CRT, a strong sense of efficacy in teaching diverse students, and anticipation of positive outcomes through

proactively addressing diverse students’ needs.

2. Intelligence profile. Evaluate your own intelligence profile according to Gardner. In what frames
of mind (intelligence areas) do you come out strongest?

My top three intelligences are Logical, Visual and Intrapersonal. My Logical/Mathematical Intelligence, Visual/Spatial

Intelligence , and Intrapersonal Intelligence are moderately strong. Logical 67%, visual 63%, intrapersonal 63%. . I like

to develop ideas, learn from other people, and working on projects on my own. I have good social skills. Effective

techniques of enhancing my learning to use my social intelligence include taking part in group discussions or discussing

a topic one to one with another person.

Chapter 3- Managing Classroom Environment

1. Discipline approaches. Analyze the three approaches to classroom management. Which

approach, if any, do you prefer? Can you put together parts of the different approaches and come up
with an eclectic approach that you think would work for you? Can you identify some basic concepts
that appear to be true of all three approaches?

2. Causes of misbehavior. Think back over the classes you have attended in which there have
been disciplinary incidents. List the possible causes for any such misbehavior. How might knowledge
of the causes of these incidents influence a teacher’s actions? Some behavior problems are teacher
created and some are student centered. Can you think of examples?

Chapter 5- Using Classroom Technology

1. How does technology enhance the teacher’s ability to plan instruction? Use one of the available
search engines to explore the web for technological tools such as lesson planning software,
worksheets and puzzle tools, poster and bulletin board production tools, and time management tools
that will assist you in planning. Share your findings with your class.

2. Technology offers tools that can help students learn. To what technology should students have
access? Do you have any educational concerns about the use of these technologies in schools? If
so, what are they? If not, why not?

Chapter 12- Teaching Effective Thinking Strategies

1. Teaching methods. What teaching methods and procedures can be used to improve students’
critical thinking abilities? Creative thinking abilities?
2. Thinking. What type of thinking is emphasized in most schools? Is critical thinking rewarded?
Creative thinking? Is school success based on students’ ability to think critically? Creatively?
3. The environment. What type of classroom environment would be conducive to developing critical
thinking? Creative thinking? What problems can you foresee in establishing this environment?

Part 3. REFERENCES:
 Cite at least 5 References in APA.
 You need to use at least 3 different resources besides Castronova (2002), and Moore
(2015).
 You may use http://www.citationmachine.net/apa/cite-a-journal for citing your sources
in APA style.

References:

- Moore, K. (2015). Effective instructional strategies: From theory to practice (4th ed.). Los Angeles: Sage
-Castronova, J. A. (2002). Discovery learning for the 21st century: What is it and how does it compare to
traditional learning in effectiveness in the 21st century. Action Research Exchange, 1(1), 1-12. Retrived
from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.594.6363&rep=rep1&type=pdf

- Bonner, P. J., Warren, S. R., & Jiang, Y. H. (2018). Voices From Urban Classrooms: Teachers’ Perceptions on
Instructing Diverse Students and Using Culturally Responsive Teaching. Education and Urban
Society, 50(8), 697–726. https://doi.org/10.1177/0013124517713820

-Teaching All Students to HighStandards in Mixed-Ability Classrooms.(n.d.). Retrieved

from https://docs.gatesfoundation.org/documents/diff_instruction_brief.pdf